year 8 curriculum handbook 2016 - kilvington grammar...

Year 8 Curriculum Handbook

2016

Table of Contents

INTRODUCTION .................................................................................................... 3

HOMEWORK .......................................................................................................... 6

ART & CREATIVE DESIGN ..................................................................................... 9

DRAMA ................................................................................................................ 10

ENGLISH.............................................................................................................. 11

FRENCH ............................................................................................................... 12

GEOGRAPHY ........................................................................................................ 13

HEALTH & PHYSICAL EDUCATION ...................................................................... 14

HISTORY ............................................................................................................. 15

INFORMATION TECHNOLOGY ............................................................................. 16

JAPANESE ............................................................................................................ 17

MATHEMATICS .................................................................................................... 18

MUSIC ................................................................................................................. 19

RELIGIOUS EDUCATION ..................................................................................... 20

SCIENCE .............................................................................................................. 21

OUTDOOR EDUCATION CAMP ............................................................................. 22

THE HOUSE SYSTEM............................................................................................ 23

Introduction

Engaged in Inquiry

Introduction

The Year 8 Curriculum is challenging and stimulating, students are encouraged to be adventurous and follow

lines of inquiry. The strong focus on thinking skills and nurturing inquiry attitudes develops in Year 8 students the ability to construct their own understandings and successfully problem solve.

The core curriculum at Year 8 consists of the following Key Learning Areas:

Art

Drama

English

Health and Physical Education

Humanities (History and Geography)

Languages other than English (French or Japanese)

Mathematics

Music

Religious Education

Science

Information Technology

Featured Program – Our Sustainable World A think tank over 3 exciting days incorporating Science, and various other academic subjects where students actively take part in researching and developing solutions to environmental and social challenges. An integral part of the Year 8 Program includes working with students to develop effective habits of goal

setting, time management, study and revision skills, resiliency and social skills, co-curricular and personal responsibility.

In addition, students are offered wonderful opportunities in a diverse range of co-curricular activities and are

encouraged to seek these out. The Year 8 OEG Camp is an adventure to look forward to in Term 2.

Support for Learning

Support for Learning

Kilvington aims to provide learning experiences that cater for the abilities, interests and learning styles of each student. Learning at Kilvington is assumed to be a shared responsibility in which students, teachers and

parents have a vital part to play.

Opportunities for choosing what and how to learn are provided for students within every year level. In some

parts of the curriculum these opportunities may be limited and in other parts there is a full range of choices. Ultimately, each individual’s readiness will determine the degree of personalisation built into his/her

learning program.

A variety of assessment practices are used at Kilvington to establish what a student has achieved and to

gauge development over time. Assessment information is generated throughout each year and is an ongoing process. It consists of formal online testing, school assessment both formal and informal, cognitive strengths

and weaknesses, learning style preferences, interests and skill observations. The reporting process is focused on using this assessment information to identify specific strategies for positive progress along the learning

continuum for students.

At times, some students have individual learning plans where work is modified to suit individual needs. Subject

teachers normally identify students who require support in specific areas or who would benefit from extension programs. Assessment may then follow to diagnose the specific areas/levels of support required. The results

of assessment assist staff in preparing teaching and learning.

Support for learning is available for students that need academic and organisational support in Years 7-

9. Programs may be short term or yearly, depending on the needs of the individual. This support is in the areas of literacy, numeracy, organisation and time-management. Teachers involved are classroom teachers

whose role when part of the Support for Learning Team, is to tutor, advise and review student work and approaches to learning and study. Support for Learning may be one-on-one or in small groups depending on

scheduling each year.

Students who are receiving support are also expected to attend the following Academic Co-curricular Clubs

(which occur afterschool an lunchtimes) appropriate for their year level and area of support:

Year 7 Homework Club

Year 8-12 Maths Tutoring Club

Year 8- 12 English Tutoring Club

LOTE Club

Science Club

IT Club

Gifted and Talented Education Kilvington is committed to providing academic support to students who are highly able or show exceptional talents that need to be fostered. This is achieved through the provision of a variety of targeted enrichment opportunities. These include both classroom extension activities and co-curricular enrichment via Masterclasses, external Academic Competitions, events and co-curricular clubs. Students are considered for inclusion in the Gifted and Talented program on examination of specific criteria. These include both internal testing and assessment data, parent feedback, formal external assessment results and teacher nomination.

Mrs Dee Broughton Ms Teresa Deshon

Resource Centre Services

Information Access

The McKie Resource Centre caters for all students from ELC to VCE and provides a comprehensive collection

of print, audio-visual and online resources that support the curriculum, and audio-visual equipment. There is an extensive collection of picture books and novels for recreational reading for all year levels. We are open

daily during term time and students are welcome to make use of the refurbished McKie Resource Centre which is a central light-filled space that provides a comfortable and quiet library environment.

The staff of the McKie Resource Centre – Mrs Jane Viner, Mr Jordan Adams and Ms Vanessa Walker aim to provide a caring, student and staff friendly well-resourced environment for reading, research, relaxation and

individual study.

For secondary students, the Resource Centre provides a wide selection of print and electronic resources to

support the Curriculum, as well as a comprehensive collection of novels for recreational reading. Students in English classes from Year 7 – 10 enjoy a regular wide-reading session as part of their timetable.

Information and digital literacy skills are taught cooperatively with classroom teachers to enhance student

learning outcomes and lifelong learning. Displays promoting faculty weeks, local, regional, national and global events and issues are a regular part of the resource centre environment. An appreciation of literature and the

love of reading is encouraged by the staff, displays and the development of the collection.

All students from Early Learning to Year 12 are welcome to borrow resources and it is their responsibility to

ensure they are returned or renewed to enable others to share the resources. Non-returned, lost or damaged resources will be billed to school accounts on a term basis. Students receive a reminder via their class teacher

or tutor. Junior School parents receive an email for overdue items. Please contact one of the library team

members with any queries or email [email protected]

Open daily in Term time: Library Hours: 8.00am to 5.00pm Monday to Thursday and 8.00am to 4.00pm on Friday.

mailto:[email protected]

Homework

Rationale

At Kilvington Grammar School we believe that homework is one of the important tools that enriches the education program. It bridges the gap between learning at school and learning at home reinforcing the work

done in class and helping develop skills such as research and time management. Homework helps to establish

the habits of study, concentration and self discipline.

Kilvington supports the view that students should participate in a balanced curriculum in which time for co-curricular pursuits and family is vital. The setting of homework should be placed in context of all other

worthwhile activities that a student participates in.

Homework gives parents/caregivers the additional opportunity to monitor the progress of their child and we

recognise that encouragement and support from parents/caregivers helps students to have a positive, productive approach to homework.

This policy is directed at the Kilvington community to ensure that there is a shared understanding of homework

and its place in a Kilvington education.

General Understandings

The basic rules of homework are that it

Is appropriate for each student's age and ability

Takes into account students' other commitments, such as sport, part-time employment and home

responsibilities

Takes into account technology such as email and the Internet so that students without access are not

disadvantaged

Types of homework Practice Exercises help students to remember, practice newly acquired skills and reflect on their learning

Preparatory Homework requires students to source and read background information to prepare them for

future lessons on a specific subject

Extension Assignments encourage students to pursue knowledge individually and imaginatively.

Assignments may include writing a book review, researching local news or retrieving items from the Internet

Policy

Homework for Years 7-9 In Years 7-9 homework may be set on a regular basis in some subjects. As students move into the senior

school the homework and study demands will increase. However, students will be able to, at times, negotiate

the amount, type and time frame of their homework. It is also important that students continue to read on a regular basis. The recommended amount of homework per night at Year 8 is 1.5 hours.

Use of Class Time

In most circumstances, students in Senior School should have class time to complete a major part of homework tasks set. An underlying principle of this policy is that students actively engage in completion of tasks during

school time and they have practice in producing work within the timeframe of a session or series of sessions.

Homework (cont….)

Advice to parents/caregivers

Take an active interest in your child's homework

Encourage your child to discuss work covered in classes

Support your child in setting aside time each day for homework

Provide a dedicated place for homework and study if possible

Assist teachers to monitor homework by signing completed work if requested, and be aware of the

amount of homework set Communicate with teachers any concerns about the nature of homework or your child's approach to

homework

Encourage your children to read novels and take an interest in current events

Alert the school to any circumstances or co curricular activities which may need to be taken into

consideration when homework is being set or marked

YEAR 8 COURSE DESCRIPTIONS

Art & Creative Design

Course Outline

This course aims to assist students in working towards developing the skills, knowledge, understanding and analysis required to produce major artworks, using a variety of media and techniques. The emphasis is on

the development of skills, techniques and analysis.

These skills are developed through the Level 5 VELS dimensions of:

Creating and making

Exploring and responding

Investigating and designing

Producing

Analysing and evaluating

Topics: Further studies of the Art elements and Art principles

Two dimensional techniques such as drawing, painting, collage and/or printmaking

Three dimensional techniques such as sculpture, modelling and/or construction using materials such as

clay, cardboard, wood and/or metal

Introduction to Design and creating designs in response to a Brief

Introduction to Digital Art using the Adobe Creative Suite of software (Photoshop and Illustrator)

Analysis of artworks, artists and/or Art movements relevant to areas of study

One semester: 2D and 3D Art

One semester: Creative Design

Assessment Students are assessed individually and/or in groups, depending on the tasks. Major tasks are assessed by

rubric and will involve criteria including;

2D & 3D Art

Visual diary

Analysis

Final artworks

Evaluation

Creative Design

Design process - visual diary

Final designs

Evaluation

Drama

Course Outline

Year 8 Drama is designed to inspire and encourage students to take risks, develop self confidence and learn numerous Drama techniques.

Improvisation, script writing, musical theatre, mime, solo and group performance will all be part of the Year 8 course. Self reflection and peer evaluation will be evident throughout the year and form part of the continual

assessment.

Students will develop an understanding of Shakespeare and Greek Theatre. They will research and explore

Drama from other cultures and make a presentation of their findings to the class.


Creating and Making


Topics

Improvisation: Spontaneous and prepared improvisations on a given topic

Script writing: In small groups develop and perform an original script

Characters: Research and development

Group performance: Interpretation and performance of a script

Monologue: Solo performance based assessment task

Drama of different cultures: Presentation and research task

Assessment

Students are assessed individually, in pairs and small groups. Assessments will be both practical and in written form. Each task will have a set of criteria and students will be taken through those before they are assessed.

English

Course Outline

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading,

viewing, speaking, writing and creating.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and

perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. Students continue to develop their understanding of how texts,

including media texts, are influenced by context, purpose and audience. In Year 8 there is a focus on debating,

with students learning to perform all three speaker roles and how to adjudicate debates. They build on their understanding of English grammar and syntax and further explore the etymology of some words, including

those with Greek and Latin roots.

Texts: ‘Runner’, ‘Giver’ and ‘Spirited Away’

By the end of Year 8, students will be able to Explain how language features, images and vocabulary are used to represent different ideas and issues

in texts, and can be used for particular purposes and effects

Interpret texts, questioning the reliability of sources of ideas and information

Show how events, situations and people can be represented from different viewpoints

Explain the effectiveness of language choices they use to influence the audience

Create texts for different purposes, selecting language to influence audience response

Make presentations and contribute actively to class and group discussions

Demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and

punctuation

Assessment A variety of differentiated written pieces and oral presentations, including

Poetry and creative writing folios

Speech to the class (issues)

Essays in response to the novels

Small group work using defined protocols

Class discussions, both prepared and informal

Close reading and comprehension exercises

Etymology research and quiz

Self-assessment and reflection on work-in-progress, peer assessment and rubric-based formal

assessment

French

Course Outline

In Year 8 students are introduced to a wider range of vocabulary and expressions in French via a variety of topics. The four macro skills: reading, listening, writing and speaking are further developed and consolidated

through the use of the language app “Language Perfect” which provides audio and interactive activities An

awareness and understanding of the French culture is enhanced and appreciation is fostered through research and project work.


Communicating in a language other than English

Intercultural knowledge and language awareness

Topics

Family and Pets

Time

Daily routine

Food

Directions

Sport

Verbs

Assessment

Students are assessed on all skills: reading, writing, listening and speaking. There are end of unit tests which focus on grammar accuracy, vocabulary acquisition, written expression and aural ability. Oral tasks involve

role plays and presentations. Students are assessed individually and in small groups.

Cultural experience

Students take part in a Year 8 Culture Day at school. They prepare French Food, decorate tables and write

their menu in French. They attend a cooking demonstration.

The Languages Club offers extra support and a context in which students can discuss and experience

French culture.

Culture events are offered by the Language Co-leaders each term and Year 8 students are encouraged to

participate in those.

Geography

Course Outline

There are two units of study in Year 8: Landscapes and Landforms and Changing Nations. Students will develop their geographical knowledge and understanding of the following:

Landscapes and Landforms • The different types of landscapes and their distinctive landform features

• The aesthetic, cultural and spiritual value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples

• The geomorphic processes that produce landforms, including a case study of at least one landform

• The human causes and effects of landscape degradation • The ways of protecting significant landscapes

• The causes, impacts and responses to a geomorphological hazard

Changing Nations • The causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of

the Asia region

• The differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences

• The reasons for and effects of internal migration in Australia and China, and of international migration in Australia

• The management and planning of Australia’s urban future

Assessment Students will undertake a range of tasks, including research reports, oral and multimedia presentations and

tests. They will be assessed individually and/or in pairs and small groups.

Health & Physical Education

Course Outline

This course aims to assist students in working in groups in a variety of problem solving and fitness activities with a focus on developing effective teamwork skills. The course will also help students explore some of the

important issues and challenges relating to drugs and guidelines for useful sources of information. Students

also explore healthy food choices. The emphasis is on the development of skills such as:

Motor skill development – Consolidating and extending skills in a variety of movement activities

Team work – making a positive contribution to a team environment

Thinking skills – developing appropriate decision-making and reflection on learning

Communication- being able to verbally express their ideas in written form

These skills are developed through the areas of:

Movement and physical activity

Health knowledge and promotion

Topics

Physical Activity Dance

Soccer

Softball

Volleyball

Basketball

Health Knowledge and Promotion Challenging times Ahead- “Drugs”

Food for Thought - “Preparing healthy foods”

Cyber Safety

Assessments Students are assessed individually, in pairs and in small groups. All assessment is rubric based with students

playing a part in devising the criteria. Three types of assessment are used: Assessment for learning, assessment of learning and assessment as students learn. This will include an individual student reflection

rubric, team work rubric, drug documentary, and a softball participation rubric.

Food for thought – ‘preparing healthy foods’

Students are assessed on each practical production for organisational, preparation, cooking and presentation skills, and an assignment based on the classification, properties, recipe use and nutritional value of fruits.

History

The Ancient to the Modern World

Course Outline

This course provides a study of history from the end of the ancient period to the beginning of the modern

period (c.650 CE – c. 1750). Students will investigate how societies changed from the end of the ancient period to the beginning of the modern age. They will identify key beliefs and values which emerged and how they

influenced society. They will look at the causes and effects of contact between societies in this period and identify significant people, groups and ideas and the way they have influenced the modern world.

Overview The Overview covers the Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongol, Yan and Ming

dynasties, Aztec and Inca civilizations. Students will study the transformation of the Roman world and the spread of Christianity and Islam. They will learn key features of the medieval world and the emergence of new

ideas about the world and the place of people in it.

Depth Studies

The Western and Islamic World: Medieval Europe

The Asia-Pacific World: Shogunate Japan

Expanding Contacts: The Black Death in Asia, Europe and Africa

Historical Skills

Students will develop historical understanding through key concepts including evidence, continuity and change, cause and effect, different perspectives, empathy, significance and contestability. They will;

Sequence historical events and periods

Use historical terms and concepts

Identify a range of questions about the past to inform a historical inquiry

Identify and locate relevant sources Learn to identify primary and secondary sources

Locate, select and use information from a range of sources as evidence

Draw conclusions about the usefulness of sources

Identify and describe points of view, attitudes and values in sources

Develop descriptions and explanations that used evidence from a range of sources

Use a range of communication forms and digital technologies

Assessment

Students will be assessed individually, in pairs and in small groups. Assessment will take the form of group projects, journals, analysis of written and visual documents, development of paragraph responses and a

semester test.

Information Technology

Course Outline

This course aims to assist students to develop skills in using Information and Communications Technology hardware and software. Students will understand the functionality of the ICT tools as well as their application

and affects in the wider world. By understanding and being able to use the tools that ICT provides, students

will be better able to solve problems and work more efficiently at their studies and in life.

Topics File Management, Electronic Communications, Internet Use, Hardware and Software

Fireworks – Animation

IMovie – Movie design and development

Premier Pro

Muse – Website design & development

Assessment Students will develop an electronic portfolio with over the course of the year. The electronic portfolio will

include a major assessment task per topic will that will be assessed by a rubric. Students will be able to select

themes of most major assessment tasks.

Japanese

Course Outline

This course aims to enable students to develop communicative skills in Japanese, and apply these with cultural insight. Students learn how to understand the specific characters of spoken and written texts, and how to

respond in a competent way in both forms. The hiragana script is reinforced and the katakana script is

introduced. More kanji are also acquired. An understanding of Japanese cultural traditions is developed through research and a range of hands-on activities.


Communicating in a language other than English

Intercultural knowledge and language awareness

Topics

Knowledge and ability to read and write katakana script

Talking about family

My Town: describing where you live

My Week: days and activities

Time and daily routine; Club activities

School life and subjects; Days of the week

School Calendar Event; Days of the month

Assessment Students are assessed individually, in pairs and in small groups. Assessment in the cultural project is rubric

based. Assessment includes: vocabulary and kanji quiz and unit test; speaking test; poster; cultural research

and oral presentation; role play, and Japanese DVD report.

Cultural Experience

Students take part in a Year 8 Cultural Day incursion. They prepare Japanese food, decorate tables and

write their accompanying menu in Japanese. They learn how to dance traditional Japanese dances. Cultural events are offered by the Languages Co-leaders each term and Year 8 students are encouraged

to participate in these.

The Languages Club offers extra support and a context in which students can discuss and experience

Japanese culture.

Mathematics

Course outline In Year 8, students solve everyday problems involving rates, ratios and percentages. They recognise index

laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic

expressions. Students solve problems relating to the volume of prisms. They choose appropriate language to

describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data.

Students use efficient mental and written strategies to carry out the four operations with integers. They

simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the

Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features

of circles and calculate the areas and circumferences of circles. Students determine complementary events and calculate the sum of probabilities.

Learning Outcomes

Number and Algebra Use index notation with numbers to establish the index laws with positive integral indices

Carry out the four operations with rational numbers and integers

Investigate terminating and recurring decimals

Solve problems involving the use of percentages, including percentage increases and decreases

Solve a range of problems involving rates and ratios

Solve problems involving profit and loss

Extend and apply the distributive law to the expansion of algebraic expressions

Factorise algebraic expressions by identifying numerical factors

Simplify algebraic expressions involving the four operations

Plot linear relationships on the Cartesian plane with and without the use of digital technologies

Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution

Measurement and Geometry Choose appropriate units of measurement for area and volume and convert from one unit to another

Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites

Investigate the relationship between features of circles such as circumference, area, radius and diameter.

Use formulas to solve problems involving circumference and area

Develop the formulas for volumes of prisms and use formulas to solve problems involving volume

Statistics and Probability

Identify complementary events and use the sum of probabilities to solve problems

Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or

both) and 'and'

Represent events in two-way tables and Venn diagrams and solve related problems

Investigate techniques for collecting data, including census, sampling and observation

Explore the practicalities and implications of obtaining data through sampling

Investigate the effect of individual data values , including outliers, on the mean and median

Assessment

Skills Topic Tests

Problem Solving Tasks

End of Year Exams

Music

Course Outline

This course aims to encourage students to participate in practical music activities, extending their level of aural perception and sensitivity and increasing their understanding of music as a means of expression. Students

are guided in using appropriate music terminology and notation when discussion musical characteristics or

works from their own and others’ cultures.


Creating and making


Topics Elements of music - explore the elements of music through listening and creating

Musicianship – develop theoretical knowledge and aural understanding

Singing – sing a variety of contemporary songs

Song writing – create original compositions using rhythm, melody, harmony and lyrics

Keyboard – develop keyboard skills

Group performance – performance together to develop ensemble skills

Assessment

Students are assessed individually, in pairs and in small groups. All assessment is rubric based with students playing a part in devising the criteria. Three types of assessment are used: Assessment for learning,

assessment of learning, and assessment as students learn. This will involve group projects, written work,

performances, tests and composition assignments.

Religious Education

Unit Description

This year-long course allows students to examine four of the world’s main religions. The course is designed to

allow students to explore the customs, cultures and traditions within each of these religions. Students are

encouraged to evaluate and compare these religion within the context of their own beliefs and to reflect on

the practices of people living within other cultures.

Topics:

Term 1: Students review the Old Testament in regard to Judaism. Students gain understanding of Jewish history and

geographic significance within Jewish culture and enjoy preparing an elaborate ‘Jewish Homeland Tour’.

Students visit the Jewish Museum of Australia and gain a deeper insight into ancient and modern traditions within this faith, together partaking in Shabbat.

Term 2:

Christianity is studied within the content of the New Testament. Students explore several parables told by

Jesus and respond creatively through art, photography, filming, acting and storytelling to express the lessons they have observed.

Term 3:

Within Hinduism students learn customs, the caste system and Karma. Buddhism is also examined, specifically looking at the Four Noble Truths and Eightfold Path. In their studies of Islam students research the role of

Muhammad and the Five Pillars.

Term 4:

Universal values are compared and explored. A documentary called ‘Promises’ is a key resource in aiding students to understand the history, religion and politics in Jerusalem and beyond.

Unit Outcomes

On completion of this unit students should be able to: Articulate the beliefs and traditions of a variety of faiths

Compare their own beliefs to those of other religions

Make connections between the different religions represent in the world

Identify universal values that contribute to a civil society

Although there is no formal report for Religious Education, students are assessed individually, and in small

groups. This will involve group projects, oral presentations and reflection journals. Comments will be available

to parents on COR throughout the year.

Science

Course Outline

The Year 8 course involves further developing students’ understanding of the world around them and of how to correctly employ the Scientific Method. Skills include observing, measuring, recording, analysing, graphing,

scientific writing, designing and undertaking laboratory practicals.

These skills are developed through the Level 8 of Australian Curriculum:

Science Inquiry Skills

Science as Human Endeavour

Topics:

Cells and Microscopes:

Understand that cells are basic units of living things and have specialised structures and functions Learn to focus a microscope, prepare slides and do scientific drawings of cells

Body Systems

Explain how animals obtain, transport and use nutrients

Explain the importance of different food groups in diet and describe how food tests can be carried out

States of Matter Learn about the different states of matter and how movement of particles make them different

Explore the differences between elements, compounds and mixtures

Chemical Reactions

Describe ways of producing a chemical change and influencing its rate

Machines/Robotics Ultrasonic sensors and use of gears in robotics

Plan, construct and modify simple machines

Explain how mechanical systems can direct and modify force and motion

Energy Energy appears in different forms and how do we harness it?

How does energy from movement (kinetic energy), heat and potential energy?

Rocks and Minerals

Learn about the properties of sedimentary, igneous and metamorphic rocks and minerals? Investigate the processes of how rocks form and over what time periods

Assessment

Students are assessed individually and in small groups. Individual assessment includes topic tests, problem-solving tasks, research tasks, model-making, practical reports, experimental design and a major test at the

end of the year. Group projects and assignments are assessed using rubrics or given criteria.

Outdoor Education Camp

The Outdoor Education Group (OEG) work in partnership with Kilvington Grammar School in providing an

Outdoor Education experience that will challenge students not only in the physical sense, but also in ways that may expand their understanding of their own capabilities and strengths.

Outdoor experiential learning is a learning process that draws upon experiences encountered during outdoor journeys. The learner is equipped with foundation skills such as navigation, cooking and decision-making (in

the outdoor context), and is then presented with opportunities to utilise these primary skills during a challenging experience. The challenge can encompass physical, social, emotional, spiritual and intellectual

dimensions of experience.

The student uses foundation skills in the experience, bears the consequence of her actions in a constructive and affirming manner and then uses reflection to determine how she might approach a similar situation again.

Thus the final element is the “transfer” of learning into everyday contexts.

Kilvington’s outdoor education program encourages students to achieve their potential academically and

personally, believe in themselves, take advantage of broad opportunities, participate in a community, experience and celebrate success, and develop their leadership skills. This program is an integral part of a

holistic education in preparing young women for their role in a global community.

The outdoor environment makes a unique contribution in the sphere of learning as it is:

isolated from other people, support mechanisms, family and friends

a continuous experience – issues cannot be avoided or left until the next session

holistic – involving a range of challenges, and involving self, others and the environment

The Year 8 Camp is based at Wilsons Promontory. For four days, students will be living in the outdoors and the lifestyle will help them to understand more about the ecology of the earth and our dependence on it.

Activities include Introduction to Camping, tents, packing

Introduction to Camp cooking

Hiking, surfing and beach activities

Science/geography based activities

The preparation prior to the camp is extensive and all staff, including the OEG Staff are fully aware of any special needs or requirements any student may have. The camp instructors are highly qualified and

experienced, and Kilvington staff members are present at all activities.

The House System

There are four Houses at Kilvington

BARRETT (red) BURMAN (yellow)

FETHERS (blue)

FYSH (green)

Students are placed into a House on their arrival at Kilvington. If the student has relatives who are Old

Kilvonians, then, if possible, the student is placed into the same House as the relative.

Each House has a House Captain and a House Vice-Captain from Year 11 and 12 who are elected by

students and staff in Term 4 of the preceding year.

During the year there are a number of sporting and cultural events for students to participate in as a

House member.

House Awards will be awarded to students who have gained the published number of House points, for

their year level, awarded for House activities throughout the year. Specific details are published in the

school planner.

House activities include

Athletics

Cross Country

Debating

House Arts

Swimming

Co-curricular Activities

Performing Arts Other

School Choir 7-8 (compulsory) Debating

School Choir 7-8 (auditioned) IT Club

Flute Choir Junior Plain English Speaking Competition

Guitar Ensemble Kilvington Cheer and Dance Team

Kilvington Orchestra (5–12) LOTE Club

Kilvington Popular Music Group Maths/English Tutoring Club

String Quartet Robotics Club

Percussion Ensemble Rock Band

Stage Band School Ambassador

Concert Band Science Club

Contemporary Ensemble Writers Club

Chamber Strings Robotics Club

Cello Ensemble

Clarinet Choir

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